Teaching and a Sense of the Dramatic Henry M. Walker Department of Mathematics and Computer Science Grinnell College Grinnell, Iowa 50112 USA n recent conversations, several computer science teachers noted they became teachers, at least in part, because they wanted to act; they wanted an outlet for some form o f career involving acting. While teaching seeks first to facilitate student learning, this article begins a two-part series exploring the idea of promoting learning through elements of theater (e.g., dramatics, stage effects, entertainment). I teaching; and as a beginning teacher, I found this parallel helpful in providing a context for planning lectures. As a teacher, I spend much time considering how to organize and present topics. Within the classroom, I highlight main points through repetition, tone o f The following two examples provide some ideas to introduce theatrical elements into classes that are either lecture- or discussion-based. I plan to include additional examples in my next column; readers' suggestions are particularly welcome. The Classroom as Theater While teaching certainly is not equivalent to entertainment, class periods need not be dull and boring. Periodically, I hear about mathematicians at various institutions who reinterpret the Monotone Lecture Theorem at every
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Teaching and a sense of the dramatic
Walker, Henry M.
Follow ACM SIGCSE Bulletin
, Volume 33 (4)
Association for Computing Machinery – Dec 1, 2001
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